Professor Volker Sick Named Faculty Advisor of the Year by Student Affairs
The classic definition of a faculty advisor's role with a student group is to assist the group, whatever the need. This may include sharpening the focus for the group's goals, supplying expertise, and using the advisor's experience and contacts to help the group achieve its goals. The same definition-and dedication-applies to an advisor helping individual students reach their goals.
By either yardstick, ME Professor Volker Sick is an outstanding faculty advisor. He was recently named Advisor of the Year by the Division of Student Affairs for his work with the SAE-Formula Car (FSAE) Team, and two of the students he advises recently received Best Paper awards. He has previously received the College of Engineering Epeians Outstanding Student Group Advisor Award.
On Being an AdvisorFaculty advisors are involved with both individual students and student organizations. Individual students are initially assigned to a faculty advisor, and they may then approach a faculty member in their area of specialization to ask that faculty member to act as an advisor. Student organizations also have faculty advisors. Much as they do for individual students, these advisors provide guidance and, to a greater degree, oversight of the organization's goals, plans, and operations. The Office of Student Activities and Leadership (SAL) at the University of Michigan is a resource specifically designed to help students make the most of their extra-curricular experiences. The SAL's primary mission is developing effective student organizations and leaders through training and education. "We've found that students who are involved in extra-curricular organizations generally perform better academically," said Susan Wilson, Assistant Dean of Students and Director of the SAL office. "That's why having a good advisor is so important, both from the standpoint of the organization as a whole and the students as individuals. A good advisor can help the students in achieving their organization's goals, and can be of perhaps even greater assistance in helping those students achieve their career goals." The SAL acts as the central communications point for student organizations on campus. In this role, Wilson and her staff assist students in seeking an appropriate advisor for the organization, as well as making sure that student organizations meet all of the legal and other requirements. "We work with everyone from the administration to advisors to students in helping to make sure that organizations are run properly, and that they meet both student needs and the University of Michigan's expectations," said Wilson. "We know the standards and best practices for organizations and make them known to the students and advisors of each group so that they can function effectively." Wilson also noted that the College of Engineering requires all of its student organizations to have faculty advisors, unlike some other departments. That's because of the sophistication and complexity of the teams involved. "The College of Engineering's student organizations function more as project teams," said Wilson, "and those projects generally have an increased safety and financial risk to them. That's why advisors at the College of Engineering have to be and are much more actively involved in their organizations than at some of the other schools." |
As the advisor to the FSAE-Formula Car Team, his support helped the team complete a quite successful year. First, the MRacing team members took 3rd place overall out of 125 teams in the FSAE East competition. The team then repeated the third place overall showing in the FSAE Japan competition and in the first annual FISITA FSAE World Cup (see related story). [The Fédération Internationale des Sociétés d'Ingénieurs des Techniques de l'Automobile (FISITA) was founded in Paris in 1948 with the purpose of bringing engineers from around the world together in a spirit of cooperation to share ideas and advance the technological development of the automobile. It is the umbrella organization for the national automotive societies in 38 countries around the world and its network of member societies represents more than 144,000 automotive engineers around the globe.]
"As the FSAE's advisor, I need to be the contact person for the team, to represent them in the University community and outside if needed," said Sick. "In addition, I have some financial responsibilities, including approvals for some expenditures. I am also present during all competitions. In general, I make sure that the team has or receives the facilities it needs. I also make sure that the students do not get into trouble. If they do, I make sure they get out of it," he added.
Like all top advisors, Sick goes the extra mile for his students. On his own initiative, he developed the opportunity for the Formula Car students to get academic credit for their work on the team. He is introducing a new course that will be offered in the Fall 2007 term to serve that purpose.
For Sick, the rewards for a job well done as advisor to the FSAE team aren't necessarily found in the awards he receives. They're in the garage and on the road.
"To live through the ups and downs of the whole design, manufacturing, testing and racing process every year with the students and to experience the loyalty of these students to the team and the University is richly rewarding," he said. "And then, of course, there was going to Japan and winning nine awards!
Sick's work with individual students is representative of the importance of a strong advisor/student relationship. In a 2006 University-wide survey, nearly 1,500 doctoral students said that their relationships with advisers and other faculty play a powerful role in influencing whether they pursue faculty positions at top universities. The research was conducted by the ADVANCE Project to assess the climate for University doctoral students. Students were asked their opinions about their particular department, general morale, advising and academic support. The study found that a solid connection between a faculty member and a student was integral to that student's success.
"A good advisor/student relationship can make all the difference to a student's academic career," said Sick enthusiastically. "Recognizing the talent of a student and nurturing that will open up opportunities for the student that otherwise would not exist. For me, my PhD advisor was the most significant advisor I had. He created opportunities for me and provided guidance when I needed it, while otherwise leaving me the freedom to explore. He also included me in the whole spectrum of academia, teaching, research, research administration and service to the university. While he was always an overly busy person, he made unlimited hours available when it was really important."
As the word implies, the role of an advisor is to advise, not to do, a fact quite clear to Sick.
Claudia Fajardo in the Lab
"My role as an advisor is not to take charge of the project that is being worked on," said Sick. "I see my job as being to guide and direct advisees, to assist them on their path towards their goals. My chief responsibility is to enable them to succeed by providing help when they ask for it, and to build the connections for them that will enable them to pursue their project successfully.
"My goal is to see that the students become independent and successful," he added.
Achieving that goal is perhaps the most challenging aspect of an advisor's responsibilities. Clearly, since every student is an individual, a superior advisor has to be able to develop a working relationship with each student in a way that works best for the student.
"The approach has to be adaptive, based on the needs of the individual student," said Sick. "Some students need more guidance than others. But I like to get my hands dirty. I am regularly in the lab advising students, showing them the tricks that I learned and learning from them what they have found."
Through his conversations with his advisees about the research topics they are involved in, Sick can quickly determine how much guidance an individual student needs. He then adjusts his strategy and involvement for how to guide the student to independent thinking.
Volker Sick and Jay Smith
"I want them to approach me with their thoughts, ideas, questions, and problems," said Sick, "but I do not hesitate to just swing by and ask what they are doing and start a discussion about their current progress."
While it may be unfortunate, it's also true that sometimes students are having a difficult time. It's then up to the advisor to take whatever steps may be necessary. For Sick, the direct approach is usually the best.
"Assuming that all efforts to help have already been made and have failed, I've more and more come to the conclusion that one should not hide the fact from the student that he or she is at risk of failing and should tell them early that it will not work," said Sick. "Otherwise, there is really not much choice but to suffer through it, and that is bad for both the student and the advisor."
For post-doctoral researcher Jay Smith, who received the Simmons Award for Best Paper from the Institute for Liquid Atomization and Spray Systems (ILASS), his relationship with Professor Sick reflected the focus on study as the basis for significant career opportunities.
"When I was first starting out here," said Smith, "Professor Sick always provided guidance on the usual topics like class selection, qualifying exams, and research. What I thought was unique, though, was that he always wanted to know my ultimate career plans, so we could plan the rest of my graduate education around achieving those goals. Aside from providing guidance for my research, he has always stressed communication both within our lab group and with the research community. This included staying current with research publications, in addition to talks at conferences, symposia, etc. I think this has undoubtedly helped me by improving my communication skills, in addition to having the opportunity to meet with experts in my field of research."
FSAE-Formula Car Team with their hosts from Sophia University during the Japan Formula SAE race.
PhD student Claudia Fajardo, who received a Best Paper award from The Combustion Institute in February, concurred on Sick's value as an advisor and mentor.
"I've enjoyed the freedom to explore in the lab, to make mistakes and succeed, to publish my work and attend conferences, to travel abroad, to collaborate with researchers and students in other universities, and to teach and mentor students," said Fajardo. "More specifically, I've traveled abroad several times to Germany to conduct research as part of a collaborative program between the University of Michigan and the University of Karlsruhe.
"Professor Sick has supported and encouraged these activities that have allowed me to develop academically and as a person throughout my years in graduate school."
Susan Wilson, Assistant Dean of Students and Director of the Office of Student Activities and Leadership (SAL), which assists student organizations in finding and working with advisors, also emphasized the need for strong, clear communication between advisors and students.
"It's a mentoring approach, and that means an advisor must communicate clearly with his or her advisees." said Wilson. "It means involvement, but not smothering, and it means giving advice and guidance, but not dominating. The best advisors can help students identify their destinations, if need be, and just as important, help them see the best way to get there."
"I feel the most satisfaction when I have successful graduates who enjoy working with me," said Sick, "and whose work is being acknowledged by our peers. There is a great sense of accomplishment when my educational efforts lead to a success story in the form of a happy graduate who found the job he or she sought."
